This study examined the effects of using the Judicious Discipline (JD) program in one student teacher's classroom. The student teacher administered anonymous student surveys on discipline to his high school social studies class. He then introduced and discussed freedom, justice, and equality with his students and examined the concepts of rights and responsibilities in relation to the U.S. Constitution and Bill of Rights. Students learned about the delicate balance between individual rights and the needs of the community. They were introduced to the concept of compelling state interests, which involves placing limits on students' individual rights. Students were presented with school discipline cases and asked to brainstorm consequences that would result from breaking certain rules. This culminated with the class creating its own discipline rules, integrating the previously learned Constitutional concepts and language. The student teacher then readministered the survey. Comparison of data from the two surveys indicated that for student teachers who are committed, comfortable, and confident with the concept, JD can enable students to become more comfortable in the classroom and accomplish greater academic gains than they might ordinarily make. Student perceptions moved from less to more autonomous. The survey instrument is appended. (Contains 26 references.) (SM)